Societies and Cultures3.8 learns from rural and urban Aboriginal peoples andother minorities about their histories and present dayexperiences, and acts to counter prejudice3.9 demonstrates responsible and respectful participationin group discussion and, in a team, plans andnegotiates social action to enhance human rightsin community contexts4.8 demonstrates critical understanding of their owncultural practices in comparison to the histories,cultures and present day experiences of rural andurban Aboriginal groups, and acts for reconciliation5.8 identifies and analyses complex social, culturaland environmental issues and strategies, includingself-management and land protection, that areimportant to local and other Indigenous peoples today5.9 analyses and demonstrates critical understandingof prejudice as a social construction, and acts tocounter discrimination through individual knowledge,attitudes and actions.<strong>The</strong> Arts3.1 uses thought, imagination, research and experimentationto create/re-create artworks within each arts form thatconvey meaning about issues within their community4.6 uses understanding of changing social and cultural beliefs,values and attitudes on the form, style and purpose ofarts works made by artists/performers in different culturalsettings, to inform research and practical tasks5.5 understands and explains the powerful influence thatpolitical, social, technological and economic factors haveon the purposes and function of artworks madein contemporary times.TASmAniAn relevAnCeSociety and HistoryStandard 3 — students will:• recognise how past societies are valued by Australians• recognise the need to counter discrimination• understand that conflicting values can affect decisionsabout land use• use different types of evidence to examine the past,present and future• understand how information can be represented differentlyin the past and present.Standard 4 — students will:• examine values and beliefs of different cultural groups andtheir influence on identity.• understand the value of diversity and recognise equityand inequity.• compare how changing values influence choices anddecisions about land use in different places.• understand that differences in values can cause conflictabout land use.• compare multiple sources of primary and secondaryevidence to establish historical fact and opinion.• understand that some personal views can be biased• understand that personal views can be modified based onconstructive or valid feedback.• understand how information is influenced by context,values and beliefs.• understand and synthesise information from varied sourcescreate purposeful communication products.(front image) Nora Wompi, from Martumili Artists, with hergrandson, photo by Gabrielle Sullivan, 2008visual ArtsStandard 3• Traditions — students are interested in the storiesbehind artworks.• Making connections — students identify specific works ofart as belonging to particular cultures, times and places.Standard 4• Communicating ideas — students understand that artistsdevelop personal ways of communicating ideas.• Understanding art making — students understand that artworksare made for a range of purposes e.g. decoration, to makea statement, express a point of view and understand thatart elicits a range of meanings beyond the literal.• Symbolism — students recognise a range of cultural symbolsand icons and reference them in their own work.• Influences — students demonstrate awareness of thesignificance of some cultural symbols.• Intention — students recognise that artworks have multiplemeanings according to the context in which they are viewed.• Diversity — students appreciate diversity and gain some insightinto the lives of others through artworks.• Purpose — students understand that art is made to expressa point of view about things the artist finds important.• Change — students understand that the making of arthas evolved over time in response to technological andsocial change.norTHern TerriTory relevAnCeSoSeStrand 3Soc 3.1 — Time, Continuity and Change: Students investigate thepast and how events have impacted on individuals and groups.Soc 3.2 — Indigenous Studies: Students explain what they havelearned about the core beliefs of urban and non-urban Indigenouspeoples and apply the principles of reconciliation to take actionto counter prejudice.Soc 3.4 — Values, Beliefs and Cultural Diversity: Studentsdescribe key elements of culture in groups and communities,how individuals learn and share their culture and the impactof differing values upon individuals and societies.Env 3.1 — Place, Landforms and Features: Students investigatepatterns of use of natural resources and how they have changedover time.Strand 4Soc 4.2 — Indigenous Studies: Students analyse their owncultural practices in comparison to the histories and currentexperiences of all Indigenous groups and actively contributetowards reconciliation.Soc 4.4Values, Beliefs and Cultural Diversity: Students research anddescribe the diverse interpretations and reactions of individuals/groups to the impact of major events in Australia and how thiscultural diversity contributes to the identity of a society.ArTStrand 3CrA 3.1 — Creating ArtStudents create artworks that involve a degree of experimentationwith ideas, and present to a range of audiences.Strand 4 — VA 4.4Arts in Context: Students identify the purpose and characteristics ofartworks that locate them in particular societies, culturesand times.
Activities for Literacy1 Have students brainstorm to reveal theirknowledge about Aboriginal art and culture.Record this on an interactive white board orin their own visual diaries. <strong>The</strong>y could beginby responding to questions such as: What doyou know about Aboriginal art and culture?Why is it important to understand aboutAboriginal art and culture? What would you liketo learn more about? Ask students to developa way of recording changes in knowledge andunderstanding as the unit progresses.2 Show students the painting related to theSeven Sisters and read some of the Aboriginalstories related to this belief. Ask students todo a web search and see how many storiesthey can find about the Seven Sisters (orPleiades) from around the world. Havestudents compile their own book of storiesabout the Seven Sisters.3 Show students the painting entitledKumpupirntily and read them (or copy andhave them read) the stories about cannibalbeings. This story warns people about adangerous place. Have students research otherIndigenous Australian stories and see howmany others they can find that warn peoplenot to go near a dangerous place. Havestudents choose their favourite story toillustrate and tell or read to the class.4 Read (or copy and have students read)the story entitled ‘Helicopter’s Story’ in thetheme sheet Walyja: Family. Ask students toimagine they are seriously injured near theirhome, perhaps at school or a sporting venue,and need treatment that is only availableat a hospital many miles away. <strong>The</strong>y remainconscious as they are airlifted to this hospital.Have students write a story about theirjourney and what happened when theyarrived at the hospital.5 Show students the image of DadinaGeorgina Brown which you will find in thetheme sheet Ngurra <strong>Kuju</strong> Walyja: Country OneFamily. Have students imagine they are areporter. Have them research this event andwrite a story for the local paper.6 Have students use the title of thisexhibition <strong>Yiwarra</strong> <strong>Kuju</strong> as the basis for anacrostics poem. <strong>The</strong> poem should relate toa story or painting in the exhibition or<strong>education</strong> package.7 Ask students to each develop an identityspiral. Placing themselves at the centre of thespiral they add words to try and recognise allaspects of their lives including relationships,interests and activities. <strong>The</strong> most importantaspects of their lives should be closest to thecentre, ones that they consider unimportantor dislike should be on the outer edges.Ask them to consider ways their identityspiral may be similar to Aboriginal peopleliving in the Western Desert and ways itwould be different.
- Page 1: Welcome: Yarraniya ngalajunyuranya
- Page 5 and 6: Curriculum relevance
- Page 7: They learn about the struggles and
- Page 11 and 12: Activities for History1 Alfred Cann
- Page 14 and 15: Activities for History1 Alfred Cann
- Page 16 and 17: Bibliography, Web Resources,Glossar
- Page 19: Ngurra: Country The desert environm
- Page 22 and 23: 5Endurers live permanently in the d
- Page 24 and 25: Who were the earliest inhabitants o
- Page 27: Jukurrpa: The Dreaming or Dreamtime
- Page 30 and 31: 5The cannibal JukurrpaIn the Jukurr
- Page 32 and 33: Before Canning made those lines of
- Page 34 and 35: In 1947 the Daughters of Mary Queen
- Page 36 and 37: The Canning Stock Route is a 1850-k
- Page 38 and 39: 4Using the wellsDespite the police
- Page 40 and 41: 1Who was Alfred Canning?Alfred Wern
- Page 42 and 43: Why did Canning use the chains?Re t
- Page 44 and 45: The era of droving down the stock r
- Page 46 and 47: 5The story of Rover ThomasRover Tho
- Page 48 and 49: 1Kaninjaku, 2008, by KumpayaGirgaba
- Page 50 and 51: 7At Kulyayi, which became Well 42,
- Page 52 and 53: Natawalu, 2007, by Mayapu Elsie Tho
- Page 54 and 55: Puntawarri, 2007, by Pukarlyi Milly
- Page 56 and 57: Canning Stock Route Country, 2007,
- Page 58:
Cannibal Story, about 2003, by Bill
- Page 61 and 62:
Cattle at Durba Springs 2007FocuS Q
- Page 63 and 64:
Minyipuru 2007Jugarda Dulcie Gibbsb
- Page 65 and 66:
Tiwa 2008Focus Questions:• Name s
- Page 67 and 68:
Waruwiya 2007Focus QuesTions:• Ho
- Page 69 and 70:
Girls painted up for dancingat the
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